In this working group we will discuss about the experiences of
Aboriginal students in school when facing the scientific
curriculum. We will also discuss the experience of Aboriginal people
becoming instructor, or professor of mathematics, and how culture has
both aided and impeded their success. The group will focus on
suggesting ways in which the disadvantages of Aboriginal cultural
differences can be minimized and the advantages maximized.

In many First Nations languages there exists no single word for
mathematics. Rather mathematics is described in the activities of
daily living where it is used. First Nations students often struggle
in our westernized educational programs because of the cultural
mismatches that occur between the worldview of the teacher and that
held by the student, family, community, and/or Nation. Our Aboriginal
students hold vast potential that we must help them realize as we
learn to create culturally inclusive instruction. Our lessons must be
framed in familiar contexts to the students, namely their lived
experiences. This familiarity must encompass aspects of traditional
beliefs and values. Native Elders must play a significant role in
helping develop and guide what and how this knowledge and wisdom is
shared. Once this contextual foundation is established we can build
conceptual bridges of understanding between indigenous cultures and
traditions and contemporary society and its modern demands.

Our working group discussions will incorporate perspectives on First
Nations education and an explanation of the tension between western
and indigenous worldviews particularly as each relates to mathematics
instruction. We will demonstrate examples we are generating of
instructional materials focusing on engineering and mathematics, which
connect the information we must share in schools with the cultural
identities reflected by our students. Our Native students should not,
in fact they must not be asked to forget who they are as Native people
to be successful in the world at large. These students greatest
contributions to society will occur not in spite of their Native
identities and wisdom but because of these.